DFES 14 - 19 Education and Skills White Paper, published 23rd. Feb. 2005

The key points for science

The 'Ten Year Science and Innovation Investment Framework' (2004) set out the Government's strategy for sustaining a strong supply of scientists and engineers. We are committed to contributing to that strategy by improving the quality of science teachers and lecturers in every school, college and university, improving the results of students studying science at GCSE level and increasing the number of people choosing to study science, engineering and technology subjects in post-16 and higher education.

A strong foundation at KS3
We are clear that all of the existing foundation subjects, including science, will remain in the curriculum and that we want more pupils to be well educated in all of them. We do not expect a reduction in the amount of time young people spend studying science at KS3.

We need more young people to be interested in studying science. At present, the curriculum sets out a long shopping list of facts to be learnt. Not only the key conceptual underpinnings of the subject, but also its excitement, relevance and crucial importance are too easily lost. Just as we have worked with the science community to create a Key Stage 4 curriculum which will encourage more young people to continue to study the sciences, so we intend to do the same at KS3.

We are therefore asking QCA to undertake a review of the KS3 curriculum to create more space in the timetable to: enable those who had fallen behind at 11 to catch up in the basics; allow everyone to be stretched; and to increase the number of pupils who have a good understanding of science. This will be achieved through:

the Secondary National Strategy and the New Relationship with Schools, to ensure that schools are supported and challenged to use this additional freedom wisely;

professional development for teachers to support their assessment of pupils in the other subjects; and produce a 'Pupil Profile' for pupils and parents, recording their achievement across the curriculum

Strengthening GCSEs

We are also committed to improving GCSE science results and to increasing the number of young people taking science at advanced level and progressing to study science at university. It also remains a priority that all young people have a good grasp of science, so that they can make sense of the technological world we live in. Science will remain compulsory at KS4 and every young person will have a new statutory entitlement to science study leading to two GCSEs, and we expect that, as now, at least 80% of students will continue to take at least two science GCSEs, with many progressing to science courses at higher levels. We will take further action, if necessary to maintain the numbers of young people taking two science GCSEs.

We have worked with the science community to develop a new programme of study for science at KS4 to be taught in schools from September 2006. The revised programme of study has a core which focuses on scientific literacy and provides options for further study and for links with other subject areas. A new suite of GCSEs based on the KS4 programme of study has been developed. For further details download pdf file

We will monitor the impact of the new KS4 programme of study carefully to ensure that the number of students doing at least two science GCSEs does not fall below the current 80% and that the number of young people taking science post-16 increases.

These curriculum changes will be supported in schools through the Secondary National Strategy. Specialist Schools also have a key role to play in improving students' experience of science. Science, engineering, technology and mathematics and computing Specialist Schools already place an additional emphasis on science and we expect them to provide support to raise the quality of science in other schools within their areas.

These measures are intended to raise attainment at 16 and increase the number of students going on to study science post-16. We will keep under review their success in doing so and if necessary take further steps to boost participation and attainment in science post-16.

In addition, we will seek to address the particular problem of poor uptake of physics among girls. Working in partnership with the Department of Trade and Industry and the Institute of Physics, we will commission research into why girls do not do physics, what can be done in the classroom to change this and the role that Science Learning Centres will play.

Beyond the age of 16, we are taking action through the Success for All strategy to improve teaching in key curriculum areas such as science to ensure the best possible learning experience for young people.

The DfES 14 - 19 Education and Skills White Paper can be downloaded from the DfES website